The effectiveness of a 3D game intervention for improving registered nurses’ medication competence: An intervention study

Authors

• Sanna Luokkamäki Department of Nursing Science, University of Eastern Finland
• Marja Härkänen Department of Nursing Science, University of Eastern Finland; Research Centre for Nursing Science and Social and Health, Kuopio University Hospital, Wellbeing Services County of North Savo
• Susanna Saano Kuopio University Hospital, Kuopio
• Katri Vehviläinen-Julkunen Department of Nursing Science, University of Eastern Finland; Kuopio University Hospital, Kuopio

DOI:

https://doi.org/10.23996/fjhw.163845

Keywords:

educational game, game-based intervention, medication competence, medication safety, nurses

Abstract

Registered nurses play a significant role in the implementation of the medication process. Game-based education provides an opportunity for advancing medication administration competence and a new way to teach medication.

The aim of this quasi-experimental pre-test-post-test design intervention study was to compare the
registered nurses’ medication administration competence before and after training sessions using game-based learning and traditional e-learning approaches in seven wards across three hospitals in Finland from September 2018 to January 2020. Data were collected using structured observation and a knowledge test. Three groups were included in the study: a game group (n=8), an e-learning group (n=9) and a control group (n=7). Measurements were carried out at three points: a baseline measurement before the intervention and two measurements after the intervention (immediate and delayed post-test). The observation form and the knowledge test included background information and the four categories (“right patient,” “right medication information,” "right medication, pharmaceutical form, and right dose and patient medication education” and "right route and right time of MA, and drug response"). The results were analysed statistically using chi-squared test and Fisher’s exact test.

A total of 24 nurses were observed, and they completed a baseline knowledge test before intervention and two post-tests (immediate, n=24 and delayed, n=19) after the intervention. In total, 1,974 medication preparations and administrations were observed. The biggest improvement was observed in the game group in the “right route and right time of medication administration and drug response” sub-area between baseline-test and immediate post-test (+10.3%). Patient identification improved 47.6% in the game group and 27.1% in the e-learning group between baseline and delayed post-test. Game-based training intervention had a positive impact on nurses’ medication administration skills, but not in all categories. Most improvement occurred in patient identification. The knowledge test showed that nurses knew the standard of practice; so, they knew how to act; however, the observation showed that they did not always follow guidelines. Game-based training on medication provides one method for continuing education in medication administration, verifying nurses’ medication competency and developing knowledge.